Entrepreneurial Accounting

Course Description

Entrepreneurial Accounting is a thorough coverage of financial and management accounting topics in an economically challenging business environment. Clear principles and procedures are used to demonstrate the complete accounting cycle in any type of organization such as a for-profit or non-p rofit. General purpose financial statements are prepared and examined from a fundamental understanding of how for-profit and non-profit businesses operate in a dynamic and changing business marketplace. Specifically, the reach of this course will be on a global environment that is characterized by a high degree of uncertainty. We will examine a variety of accounting challenges faced by business from a national and international perspective. This will have important implications on the way a company becomes more competitive, profitable and sustainable. As such each of you will formulate a business plan for a business venture of your choice which you will create and manage through a series of accounting dilemmas often both inside and outside our borders. As you acquire the requisite skills (throughout the term) to meet those challenges you’ll execute decisions that will change the management course of the company. It is through this decision making that you’ll learn what works and what does not work and why. This is not a static accounting course. Your decisions will have a real impact on the direction of the company and your final decision about the company’s future viability.

We will also cover a series of topics that will enhance your understanding of financial information,   financing techniques and options through financial and ratio-analysis. This will advance your ability to understand and seek creative financing for any ideas you might have in the future and develop a viable business strategy. This is essential if you have an entrepreneurial spark that needs financial backing and support to get started.

As this is an accounting course we would expect some proficiency in basic quantitative or mathematical ability including the ability to use a calculator with some proficiency.  

Learning Goals

After completing this course, you will be able to:     

Course Competences

In this course, you will develop the following competences:


Competence Statement and Criteria


Can learn collaboratively and examine the skills, knowledge, and values that contribute to such learning.


Can demonstrate entrepreneurial thinking through the ability to identify and analyze the unintended consequences of accounting transactions


Can analyze issues and problems from a global perspective.


Understands accounting and business financial issues using financial analysis and accounting techniques for financial management and business plan development. 

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com

Required Reading

Entrepreneurship: Starting and Operating a Small Business by Steve Mariotti and Caroline Glackin, ISBN-13:978-0-13-278408-5

All other required readings will be available via E-Reserves.

Recommended reading (not required):

Fraser, Lynn, Ormiston, Aileen, Understanding Financial Statements, 8th
Edition, New Jersey, Pearson/Prentice Hall 2007
Vinturella, John B,  Erickson, Suzanne M, Raising Entrepreneurial Capital, New York,  Elsevier-Butterworth-Heineman, 2004.

The following readings are available through the library E-reserves:

Grading Scale

A = 95 to 100

A- = 91 to 94

B+ = 88 to 90

B = 85 to 87

B- = 81 to 84

C+ = 77 to 80

C = 73 to 76

C- = 69 to 72

D+ = 65 to 68

D = 61 to 64

F = 60 or below


Grades below C- in SCPS courses do not satisfy competence and are not counted toward graduation.

Course Structure

Week,  Module # and Title



Module 1: What is Entrepreneurial Accounting?

Mariotti, Entrepreneurship, Chapters 1 & 13
Watch the video, “Pharmor”

1.1: Introduction & Review of Accounting Knowledge
1.2 Analyzing Pharmore’
1.3 Pre-Course Survey Reflection

Module 2: The Role of Accounting

Ormiston, Understanding Financial Statements, Chapter 1
Breitner, Core Concepts of Accounting, pp. 135-137
Watch the video, “Annual Report Analysis”

2.1 Annual Report

Module 3: Accounting Basics Part I

Mariotti, Entrepreneurship, Chapter 8
Power Point “Introduction To Accounting and Business”

3.1 Key Definitions for Preparing and Understanding Financial Statements
3.2 Annual Report Reflection

Module 4: Accounting Basics Part II

Weiner, Accounting As a Second Language, Chapter 1
Power Point “Analyzing Transactions”

4.1 Transaction Analysis

Module 5: Financial Statement Preparation

Power Point
“Analyzing Transactions”

5.1 Eric Caswell Lawn Care Case

Module 6: Cost Analysis and Breakeven Analysis

Mariotti, Entrepreneurship, Chapter 7
Case study, “Caribbean Internet Café”
Power Point, “Cost Behavior & Cost-Volume Profit Analysis”

6.1 Caribbean Internet Café Questions
6.2 Caribbean Internet Café Discussion

Module 7: Differential Analysis and Forecasting

Mariotti, Entrepreneurship, Chapters 9 & 10

7.1 Love Café
7.2 Managing Cash: CakeLove and Love Café
7.3 Business Plan Proposal

Module 8: Business Plan Development and Organization Structure

Mariotti, Entrepreneurship, Chapters 2 & 11

8.1 Critical Thinking and Key Concepts
8.2 How To Organize

Module 9: Business Plan Completion and SWOT Analysis

Mariotti, Entrepreneurship, Chapters 9 & 10

9.1 Showcasing Your Executive Summary
9.2 SWOT Analysis

Module 10: Wrap Up


10.1 End of the Term Reflection
11.1 Final Business Plan

To see the course due dates, please check the Calendar on your course home page.

Assesment of Learning

Percentage distribution of Assessments

Grading Category

% of Final Grade

Discussions 25
Dropbox 35
Presentation 10
Final 30
Total 100%

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline.  In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see “Course Expectations” in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask ‘process’ questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Course Expectations

Time Management and Attendance

SCPS's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.

You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SCPS involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.
View this brief demo Taking SCPS courses in D2L to learn how to navigate through your course.
If you’re new to SCPS see additional resources on the course home page under Student Resources/Getting Started.

Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:


Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas. Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.

Plagiarism: Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:

Plagiarism, like other forms of academic dishonesty, is always a serious matter. If a instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.

DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.  

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.

Description of Pass/Fail Grading Options

Students have the option of taking all SCPS undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.

In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.

For SCPS students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.

Please note: There are three SCPS courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.

There are an additional four SCPS courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing to Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SCPSs undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SCPS offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.

If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.

For Students Who Need Accommodations Based on the Impact of a Disability

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:
Loop Campus - Lewis Center #1420 - (312) 362-8002
Lincoln Park Campus - Student Center #370 - (773) 325-1677
Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.

Dean of Students Office

The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us at http://studentaffairs.depaul.edu/dos/.

Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SCPS classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.

Protection of Human Subjects

For more information see: http://research.depaul.edu/

Demonstrating the acquisition of competences in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School of Continuing and Professional Studies Local Review Board only under the following conditions:


This course was designed and produced by X and staff at SCPS Online of the School of Continuing and Professional Studies of DePaul University.
©2015 School of Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS during contractual interval with the Author.
Printed in the USA.

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